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FdSc HEALTH & SOCIAL CARE
PRACTICE
PROGRAMME HANDBOOK
SEPTEMBER 2016
CONTENTS
Page
WELCOME TO YOUR PROGRAMME 1
MEET THE PROGRAMME TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED! 2
THE FdSc HEALTH & SOCIAL CARE PRACTICE AIMS – WHAT WILL YOU LEARN? 4
WHAT SHOULD I BE ABLE TO DO AT THE END OF MY PROGRAMME? 5
WHAT WILL I LEARN IN THE FIRST YEAR? 8
FIRST YEAR MODULES 9
FIRST YEAR TIMETABLE 10
WHAT WILL I LEARN IN THE SECOND YEAR? 11
SECOND YEAR MODULES 12
SECOND YEAR TIMETABLE 13
WHO DO I CONTACT IF I NEED SUPPORT? 14
HOW WILL I LEARN? 15
YOU WILL ALSO LEARN FROM FEEDBACK FROM ASSESSMENTS 16
VIRTUAL LEARNING ENVIRONMENT – E@T 17
HOW WILL I BE ASSESSED? 18
ASSESSMENT SCHEDULE 19
ASSESSMENT REGULATIONS 20
HOW DO I FEED BACK MY VIEWS ON THE PROGRAMME? 21
AND FINALLY, A FEW LAST WORDS FROM STUDENTS 22
DISCLAIMER 23
Wanting to be an Associate Practitioner (Agenda for Change Band 4) means
that you care about service to the patient, have a caring and inquisitive nature,
you love problem-solving, you question things and you enjoy a challenge.
At Teesside University we have designed an innovative and interesting
programme to help you reach your goal and like all Teesside University
graduates become confident, critical and creative, articulate, adaptable and
aspiring.
.
WELCOME TO YOUR PROGRAMME
On behalf of the programme team we would like to welcome you the
Foundation Degree (FdSc) Health & Social Care Practice. As you
take your first steps on this two-year programme run by Teesside
University in partnership with local National Health Service (NHS) and
social care employers we hope that you will find this programme
enjoyable, rewarding and a challenging prospect!
This Programme Handbook is designed to give you specific
information relevant to your programme which we hope you will find
useful throughout your studies.
You will also receive a Module Guide for each specific module
detailed in the timetable which will give you useful information
specifically for that module.
This handbook should be looked at in conjunction with the Student
Essential Guide: http://sohsc.tees.ac.uk/sites/handbook/ which
provides important information relevant to all students in SOHSC and
the University Student Handbook:
http://www.tees.ac.uk/studenthandbook/
You’ll find that we’re keen to help you to make the most
of your time here. This handbook is intended to give
you an overall idea of what to expect from your
programme, especially your first year.
Any questions please just ask one of your tutors or
you may find some answers and reassurance in the
quotations from former students on the programme
which can be seen in the speech bubbles such as
this one above.
1
“Don’t be scared, there is
support every step of the
way and you can do it!”
Year 2 Student
Welcome to the FdSc Health & Social Care
Practice!
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MEET THE PROGRAMME TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED!
Tricia Richardson
Principal Lecturer
01642 384959
Paula Shirley
Senior Lecturer
01642 738341
Mary Van Loo
Senior Lecturer
Disability Co-ordinator
01642 384932
Mary Dunning
Senior Lecturer
01642 384944
Clare Marron
Senior Lecturer
01642 384140
Linda Allison
Senior Lecturer
01642 384198
Mary Nesbitt
Senior Lecturer
01642 384905
2
Christine Brown
Senior Lecturer
01642 384486
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MEET THE PROGRAMME TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED!
3
John Waine
Senior Lecturer
IT and e-Systems
01642 384531
Robert Hughes
Senior Lecturer
01642 384990
Pete Brown
Senior Lecturer
01642 384960
John Morley
Senior Lecturer
01642 384535
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The programme aspires to enable you to undertake a journey of
personal and professional development in a supportive student-
centred environment. It will enhance your capacity and
capability in practice helping you achieve your full potential at
work. Furthermore, the programme will provide opportunities
for you to continue your professional development by enabling
you to identify and plan for your future learning needs.
The NHS and Social Care Sectors are undergoing great
change, therefore it is important for you and your employer
that you maintain your skills and knowledge adopting a
flexible approach to practice. Technologies and available
knowledge change constantly and service users’
expectations and demands for more effective services have
a great impact; you will need to be flexible and adapt to
change and this is why the FdSc aims to develop your
commitment to lifelong learning.
“I initially only wanted to do the course to
progress onto my nurse training and saw it
as a bit of a stepping stone, however one
year in, I can honestly say I have learned a
lot and my practice has improved because
of it”
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THE FdSc HEALTH & SOCIAL CARE
PRACTICE AIM – WHAT YOU WILL
LEARN
“The overall aims of the programme are to:
• Develop the student’s ability to be an efficient, effective, safe
and motivated practitioner within the workplace/practice
setting in the context of their role within health and social
care.
• Develop the student’s ability to work autonomously within a
multidisciplinary team.
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In terms of your knowledge and
understanding you should be able to:
Critically analyse ideas, concepts and
frameworks associated with holistic
perspectives of health and social care within
a range of contexts.
Critically analyse and apply the ethical and
legal considerations and constraints specific
to their field of practice.
Demonstrate a detailed knowledge of
scientific principles associated with their
field of practice.
Critically analyse the impact of local,
national and international evidence-based
practice influences on health and social
care provision and the development of
health and social care in the UK.
Critically analyse the determinants of health
and wellbeing and approaches to health
improvement and wellbeing within their field
of practice.
Demonstrate a detailed knowledge of the
guidelines for the safeguarding of
individuals.
In terms of your cognitive and
intellectual development, you should be
able to:
Critically analyse, interpret and apply
data/evidence from a variety of sources
that informs their field of practice.
Critically analyse information and
experience in order to become a reflective
practitioner within a person-centred
approach.
Demonstrate intellectual flexibility and
openness to new ideas in order to continue
to strive to enhance and improve practice.
Utilise an evidence-based approach to
employ balanced, logical and supported
arguments to rationalise their decision
making within their scope of practice.
The learning outcomes of the FdSc Health &
Social Care Practice programme are listed
here.
Please share these with your line manager.
WHAT SHOULD I BE ABLE TO DO BY THE END OF MY PROGRAMME?
“For me the programme
has so far done a great
job in improving my
time management and
my search and retrieval
skills”
“Always believe in your
abilities, seek guidance from
your tutor in time of need, as
they will guide you to reach
your goal. I did!”
“Anatomy and
Pathophysiology helped me
understand patient’s
conditions holistically,
recognising deterioration
and how one system effects
the other”
“I’m a much more reflective
practitioner”
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In terms of your practical and professional skills you
should be able to:
Apply safe and effective practice within an agreed scope
of practice and range of environments associated with
their field of practice.
Facilitate the effective delivery of holistic care using a
person-centred approach.
Assist in the evaluation of health and social care practice
and contribute to decision making processes.
Act with increasing autonomy and direction within defined
guidelines.
Facilitate the health improvement and protection of the
health and safety and wellbeing of others.
Critically analyse own values, beliefs and assumptions
and those of others to promote value based practice.
Act in accordance with the legal, professional, ethical and
procedural boundaries of their role.
Maintain appropriate relationships to facilitate
collaborative working across a wide range of teams and
agencies.
Apply risk assessment and management knowledge and
skills to promote and ensure safety.
In terms of skills that can be transferred to
many different kinds of careers you should be
able to:
Adopt a range of roles within a team and
contribute to the effective working of the team.
Reflect upon and apply core interpersonal skills to
their field of practice.
Participate in quality assurance/governance
strategies used to evaluate practice and promote
service improvement.
Reflect systematically on performance and
implement strategies to promote self-awareness
and Continuing Professional Development.
Use a range of information technology relevant to
their field of practice and personal learning and
development.
Communicate information, advice, instruction and
profession specific knowledge effectively to others.
YOU SHOULD ALSO BE ABLE TO DO THESE BY THE END OF THE PROGRAMME
“I have developed not just on a
professional level but on a personal one,
thanks to this programme”
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PROGRAMME ROUTES
The programme offers two routes through the two practice modules: in Year 1 through Foundations of Practice and in
Year 2 through Orientations of Practice.
• Competency Route – where you work with and be observed by your Practice Mentor to achieve your practice
competencies.
• The Non-competency Route – where you will be working as a lone worker without direct supervision, but you will be
allocated a Practice Supervisor who will have three meetings with you to discuss the evidence required from practice
experience.
Within the programme you will be taught with a variety of students from other disciplines within health and social care,
such as:
Nursing (all areas) Theatre Radiography Physiotherapy Bio-medical Care Homes
Drug and/or Alcohol Abuse Centres GP Practice
WHAT WILL I LEARN IN THE FIRST YEAR?
The first year is at Level 4 Higher Education (HE), and most students recruited will have gained their previous knowledge and skills
through work-based learning and qualifications. The programme recognises the need for a range of support mechanisms to allow you
to take the step into HE and the learning environment from the beginning of the programme is conducive to good study habits where
you are given time and the opportunity to reflect on your learning and progress. A fundamental feature of the learning approach is
dialogue within the classroom which is actively encouraged. You will be provided with an Academic Tutor and Practice/Work-based
Mentor in addition to the module tutors and team detailed on the previous page.
The first year of the programme supports the development of your academic and study skills with a module entitled Learning to Learn:
An Introduction to Academic Study Skills (see next page for details of attendance). The academic year is 28 weeks long (excluding
Christmas and Easter breaks).
.
Foundations of Practice
(FDS1027-N)
(60 credits)
Learning to Learn; An Introduction to Academic Study Skills
(FDS1043-N)
(10 credits)
Foundations of Anatomy and Pathophysiology.
(FDS1002-N)
(20 credits)
Specialist Module
(30 credits)
Beginning of
Year 1 End of
September/
beginning of
October 2016
End of Year 1
May 2017
On successful completion of Level 4 you will have gained the required 120 credits by passing the modules above and
detailed next.
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FIRST YEAR MODULES
Learning to Learn; An Introduction to Academic
Study Skills FDS1043-N (10 credits)
A 20-week module delivered across Term 1 and the
majority of Term 2 which will provide you with all the
tools necessary to succeed. Module team is John
Waine (Module Leader) with Christine Brown
(module tutor).
Foundations of Anatomy and Pathophysiology
FDS1002-N (20 credits)
A 15-week module taught in Term 1 in which you will learn about the
normal body systems, how they interact and what happens during certain
disease processes. Module Leader is Paula Shirley.
Foundations of Practice
FDS1027-N (60 credits)
A 28-week module which spans the whole academic year. This is a
work-based module in which you will follow and complete a series of both
generic and specific competencies within the workplace, supported by a
Practice Mentor from your area of work and an Academic Tutor from
within the Foundations Studies Team.
You will produce an electronic portfolio which will contain all
competencies in addition to a number of pieces of written Essential
Evidence. Module team is Tricia Richardson (Module Leader) with,
Christine Brown (module tutor).
Specialist Module
(30 credits)
The specialist module is dependant upon your area of work and these
will be confirmed at the beginning of the academic year. Most of the
specialist modules are delivered in Term 2.
However, there are some exceptions such as theatre and radiography
which commence in Term 1. Your trust will be aware of these and your
required attendance before the commencement of the programme.
“Don’t worry about feeling anxious,
everyone will be feeling the same.
All the staff in the FD team are there
for you, encouraging and supporting
you all the way. Good luck and
enjoy!”
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Level 4
Year 1
2016/17
10
FIRST YEAR
TIMETABLE
9.00am – 12noon 1.00pm -2.00pm 2.15pm – 5.15pm
Term 1Weeks 1 -14
Foundations of Anatomy and Pathophysiology
(Core module)
Learning to Learn: An Introduction to Academic Study Skills(Core Module)
Foundations of Practice
(Core Module)
Term 2Weeks 15 – 20
Specialist Option Module
Learning to Learn: An Introduction to Academic Study Skills(Core Module)
Foundations of Practice
(Core Module)
Term 3Weeks 21 - 28
Specialist Option Module
Self-Directed Study Foundations of Practice
(Core Module)
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WHAT WILL I LEARN IN THE SECOND YEAR ?
The second year is at Level 5 Higher Education and builds on the knowledge and skills gained from Year 1 enabling you to explore and develop
lines of enquiry. You will be taught how to think and write more analytically, how to recognise good quality evidence and to use this evidence
within your academic writing.
As with the first year, classroom discussion is encouraged. However to reflect working at a higher level of education, teaching and assessment
strategies will challenge your developing mind of enquiry. You will continue to be supported usually by the same Academic Tutor and
Practice/Work-based Mentor that you were assigned in Year 1, in addition to the module tutors and team detailed earlier in this handbook.
On successful completion of Level 5 you’ll have gained another 120 credits by passing the
modules listed on this page. You will then have 240 credits in total and will be awarded the FdSc
Health & Social Care Practice.
Orientations of Practice
(FDS2004-N)
(60 credits)
Understanding Evidence-based Practice
(RMH2030-N)
(20 credits)
For 20 weeks only
Specialist module(s)
(40 credits)
Beginning
of Year 2
October
2016
End of Year
2 May 2017
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SECOND YEAR MODULES
Understanding Evidence- based Practice RMH2030-N (20
credits)
A 20-week long module which will concentrate on examining
what constitutes good quality data and is taught by Lesley
Emmerson (Module Leader) from the Research Methods
team.
Orientations of Practice
FDS2004-N (60 credits)
A 28-week module which spans the whole academic year. This
is a work-based module in which you will follow and complete a
series of both generic and specific competencies within the
workplace supported by a Practice Mentor and Academic Tutor
within the University.
You will produce a portfolio which will contain all competencies in
addition to a number of pieces of written Essential Evidence.
Module team is Mary Nesbitt (Module Leader) with Linda Allison
(module tutor).
Specialist Module(s)
(40 credits)
Dependant upon your area of work expertise you will be able
to choose one from a number of option modules.
There is also an option to study a Negotiated Learning
module if there are no modules available which suit your
work environment.
As with the first year, some specialist modules may run on a
different day.
“In the beginning I was so
nervous that I didn’t have the
ability to finish the first year,
however I managed to complete
the second year and it has given
me confidence to continue with
further studies and I feel so
proud of what I have achieved.”
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Level 5
Year 2
2016/17
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SECOND YEAR TIMETABLE
9.00am –11.00am
11.30am –1.30pm
2.30pm –4.30pm
Term 1Weeks 1 – 14
Evidence Based Practice
(Core Module)
Orientations of Practice
(Core Module)
Specialist Option Module
Term 2Weeks 15 – 20
Evidence Based Practice
(Core Module)
Orientations of Practice
(Core Module)
Specialist Option Module
Term 2Weeks 21 – 28
Self-Directed Study
Orientations of Practice
(Core Module)
Specialist Option Module
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WHO DO I CONTACT IF I NEED SUPPORT?
Academic Support
If you are experiencing difficulty coping
with the material in any module, please
explain the problem to the Module Leader.
It is primarily the module team’s
responsibility to deal with these difficulties.
If you can’t resolve the problem in this way,
then you can approach the Programme
Leader.
Your Academic Tutor is here to offer
pastoral support with any issues
happening in your personal life which
may impact on your ability to study. It
may be worth making a note of their
contact details here.
Academic Tutor is:………………………
Contact details are:………………………
Further University Support
The Learning Hub
Found on the ground floor of the Library on
the Teesside Campus, this offers support
with academic skills: http://lis.tees.ac.uk/
Within the school there is a Disability Co-
ordinator.
Name …………………………………………….
Contact …………………………………………...
“When your tutors say they are
happy to help, they actually mean
it!”
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Attendance
A record of your attendance is kept and patterns
monitored. If you are going to be sick or absent for
other reasons you need to notify student records at
SOHSC-Student Absence email:
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Programme Leader details
Name…………………………………..
Contact…………………………………
HOW WILL I LEARN?
Lectures and Briefings
Lectures and briefings are used to impart knowledge to larger groups. These tend to be tutor-led and aim to inform, inspire and engage.But don’t expect just to sit and listen! These typesof learning are not passive and include note-taking, question and answers and/or small groupdebate. They are usually illustrated by a wide range of media.
Individual Tutorials by
Appointment
Individual tutorials take
place with one student
discussing their work or
their general progress
and pastoral situation
with one member of
staff.
Group Tutorials by
appointment
Group tutorials consist
of small groups of
students and a tutor
discussing
individual student’s
project work or team
efforts. These are
interactive and are
intended to promote the
exchange of ideas,
brainstorming, analytical
skills and feedback on
project work. Group
tutorials normally occur at
regular intervals during
the course of a project.
Seminars
Seminars enable structured discussion andanalysis to take place between groups of students and a tutor.
Seminars are interactive and they facilitatethe free exchange of ideas through which youlearn the process of argument and reason.At times you may be asked to present a short, researched talk on a particular subject after which the group will discuss the matters raised.
“Embrace this tremendous
opportunity and if you really
want to succeed, YOU WILL. All
the help and support you need
is available to you. If I can do it
at 58 years old, it suggests that
the lecturers can even teach an
old dog new tricks!”
Presentations
The confidence and skills required to give effective presentations are acquired over the whole duration of your programme. These skillsare useful in many walks of life and contribute greatly to the usefulness of your degree inmany areas of employment.
“I wasn’t fully aware of the depth of
the number of E-resources and
LibGuides available to me until
starting this course.”
Independent learning
This is a very importantpart of the programme particularly in Year 2. Your success will depend onyour ability to develop theskills that will enable you to learn independently, using your own initiative andresourcefulness to achieve your goals.
“The academic year is like
climbing a steep hill, but once
you achieve the summit, the
view is spectacular!”
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Throughout your studies you will receive feedback from tutors that will be in a variety of forms. It is important that you receive and respond to feedback. The following hints and tips were produced by the Students’ Union.
Feedback feeds learning. Feedback is not simply something you receive after your assessments have taken place but is a continuous part of the learning experience and comes in many forms.
All opinions count. Feedback can come from many different people including: Module Leaders, tutors, fellow students, employers or you can even give feedback to yourself through reflection. All can be valuable to you.
Feedback has different forms. These include: written comments about your work, verbal comments from your tutors, discussion with peers inside and outside of the classroom and electronic feedback.
Help feedback to work for you. Use your feedback to develop knowledge about yourself; your strengths and weaknesses.
Open your mind to feedback. Try not to focus on the mark, look at the feedback too. If you didn’t get 100% then there is room for improvement; the feedback will show you where you need to improve. If you are disappointed with your mark give yourself some time before you look at your feedback, but don’t ignore this. If you don’t know where you went wrong you will make the same mistake again.
Accept praise. Don’t be afraid or embarrassed to acknowledge your successes. Don’t look back in anger. Try not to take negative feedback personally. Constructive
criticism is there to help you improve your performance. It should never be destructive criticism; if you feel it is please contact the Programme Leader.
Make a negative positive. If you are unhappy with your mark go and see someone on the teaching team for more feedback. If you have to resubmit, discussing your feedback with the tutor will help make sure that you don’t make the same mistakes.
Don’t hesitate, just ask! All of the teaching time are here to help you, don’t be afraid to come and talk to us, that’s what we are here for.
YOU WILL ALSO LEARN FROM FEEDBACK FROM
ASSESSMENTS“Use the support you have
around you. It sometimes
feels like you are the only one
struggling but in reality you’re
not. You will only struggle for
as long as you allow yourself
to. Ask your friends and
tutors if you feel lost. The
best support I had were the
people doing the course with
me”.
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It is therefore important that
you actively engage in the
use of the e@t
environment. You’ll
be expected check for
postings on a regular basis.
e@te@t is the University’s
Virtual Learning
Environment (VLE),
accessed through the
internet:
https://eat.tees.ac.uk
You’ll be introduced to
e@t early in your first
academic year. It will be
used during your
programme in various
ways; for example
keeping you in touch with
the programme and
module information,
online discussions, wikis,
blogs, useful links, online
assessment and also copies
of module briefs/handbooks
will be held there.
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HOW WILL I BE ASSESSED?
Deadlines for Assessment
As adult learners it is your responsibility to attend examinations
and to submit work for assessment as required; usually online.
You may apply for an extension to your submission date of up to
seven days through your Module Leader but will need a valid
reason to support this request.
Where an extension has not been approved, in course
assessment work submitted late will receive a maximum mark of
40% provided it is submitted within seven calendar days of the
published deadline. Where an extension has not been approved
in-course assessment work submitted more than seven calendar
days AFTER the published deadline will not be marked. Please
ensure that all assessments are submitted on or before the hand-
in date; be prepared and allow yourself plenty of time to complete
the assessment.
In some personal circumstances you may not be able to meet
assessment deadlines. If this happens, please contact your
Module Leader, Academic Tutor or Programme Leader for advice
and support. Further information can be found in the Student
Essential Guide or within this handbook.
You will encounter a number of different
assessment methods as you progress
through the programme. The assessments
cover a wide range from exams to
assignments and many others in between
but the pass mark for all is 40%.
There are two main classes of assessment:
Formative and Summative.
Formative assessment is used to aid your
learning. This is where you are set an
assignment that receives either a mark or
some feedback but does not count towards
the final module mark.
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With Summative assessments the
mark counts towards the final module
grade.
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ASSESSMENT SCHEDULE
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Learning to Learn
Foundations of
Practice
Anatomy &
Pathophysiology
Introduction to
Health & Social
Care Practice **
Understanding
Evidence Based
Practice
Orientations of
Practice
Developing Health
& Social Care
Practice**
Core modules are illustrated for Year 1 and Year 2.
Modules marked ** are an example of a specialist module. Assessment schedules vary for
specialist modules; please see specific Module Guide for details of assessment schedule.
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ASSESSMENT REGULATIONS
.
External Examining
Students often ask questions about how we know that their degree is broadly of the same standard as
degrees awarded for similar courses by other universities. In the UK we have a system called external
examining which is one of several ways that we confirm that standards are met. An External Examiner is
generally an experienced lecturer from another university who offers an independent view as to whether the
work of students on the course is of the correct standard. The External Examiner does this by looking at a
sample of work (e.g. assignments, exam answers, dissertations), discussing the work with your lecturers and
attending the assessment boards to endorse results. They then produce an annual report which tells us
about any concerns they have and any good practice they have identified. The External Examiners’ Reports
are made available to students via the ‘courses’ tab in e:vision.
The main External Examiner for your course is Denise
Baker and she works at the University of Derby.
Sometimes, your modules may have a different External
Examiner and your Module Leader can provide details
on request.
Please note that students are not permitted to contact
external examiners directly and external examiners will
not respond to any communication from individual
students. If you have any concerns about your course
then please speak to your Programme Leader.
“Feeling stressed and anxious is normal,
we have all been there”
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Regulations
The FdSc Health & Social Care
Practice operates in accordance with
the University Regulations for
foundation degree students.
HOW DO I FEED BACK MY
VIEWS ON THE
PROGRAMME?
. You Said/We Did
You said.
“Lessons where patients come into talk to us
were really interesting and we learnt a lot.
Can we have more please?”
Action: We will continue to access relevant
service users to enhance the student
experience where it is felt appropriate to do
so.
You said:
In the second year towards the end of the
year, can we have more self-directed study
to enable us to spend time in the Library
working on our assessments?”
Action: For both first and second years the
timetables have been written to incorporate
more self-directed study prior to the
submission of assessments where this is
practicable. We recognise that our students
are work-based learners and have limited
library time in their day release from work,
therefore this change will help greatly.
.The Student Essential Guide gives
information about how we seek and
value your feedback about your
programme.
http://sohsc.tees.ac.uk/sites/handbook/
The School of Health & Social Care (SOHSC) relies on student feedback as a
key method of assuring and enhancing the quality of its learning and teaching.
Your feedback is very important to us and we will invite you to give constructive
feedback on your learning experiences both formally and informally at various
points in your programme of study for example by evaluating University teaching
during and at the end of each academic year and in some instances at the end of
a module.
Evaluation is usually online and can take the form of a SOHSC evaluation and/or
participation in the annual National Student Survey (NSS). As a result of
evaluations both in house and nationally, actions have and will be taken to
improve the quality of the programme and student satisfaction; both of which are
extremely important to us. Please participate in the NSS at the end of your
programme and tell us what we can do better or simply what we have done well!
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And finally, a few last words from
FdSc Health & Social Care
Practice students….
“Don’t waste time, get on with
your studies. This course opens
up a whole new way of thinking
and brings new found confidence
and friends!!”
“Try and enjoy the whole
experience – the two years go
over so quickly”
“Being a mature student, the
confidence I have gained
following this course is
unbelievable, age is not a barrier,
I now feel anything is possible to
achieve”
“Staff are approachable across all
avenues – if you do not wish to
speak in person, then don’t be
afraid to email them!”
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DISCLAIMER
The information contained in this handbook is, as far as
possible, accurate and up to date at the time of printing.
The express permission of Teesside University must be
obtained to reproduce any, or all of this
publication, other than for personal use or for those
purposes permitted by law.
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